LESSON EXEMPLAR

8th Grade (Day 1)

I.

Objectives
At the end of the lesson, students must be able to :
a. Understand the difference between reading prose(narrative) and
reading non-prose(poems,etc) forms,
b. Develop comprehension with the chosen text/poem, and;
c. Interpret the concepts under the selected text and relate it to
real life situations

II.

Subject Matter
a. Topic: Reading a Poem
b. References: Footprints on the Sands, page 73 of Vocabulary
Spelling Poetry II Fifth Edition by James A. Chapman
c. Materials: Whiteboard marker or chalk, laptop, projector,
extension cord, pens and markers, board, and scratch papers,
speakers

III.

Learning procedure

I.

Activities
Opening Prayer

II.

Greetings

III.

Classroom management. The teacher

asks the students to align their chairs
and pick up theof trashes on the floor
if there are.

IV.

Checking of Attendance

V.

Presentation of objectives and aims for

today.

VI.

Ask the students to listen to the song

Footprints in the Sand by Carrie

Annotations

This is part of the

motivation process. This
would allow the students

Underwood

VII.

Teacher would ask them to atleast give

sight about the message of the song.
The teacher would ask them to
interpret the song and let the students
feel the mood of the song.

VIII.

The teacher asks the students to give

the class an idea about prose and nonprose forms. The teacher then
continues with the lesson proper on
the difference of prose and non-prose
forms and on the way on which these
two are to be read.

IX.

The teacher would introduce them to

the poem Footprints on the Sand by
Henry Wadsworth Longfellow

X.

The teacher uses the media to

introduce the author and to show the
students the poem itself.

XI.

The teacher asks the students to read

the poem aloud or in chorus

XII.

The teacher asks the students to read

the lines, read between the lines, read
beyond the lines. And from then on,
the teacher discusses the elements of
a poem and how it is to be interpreted.

XIII.

The teacher asks the students to state

to be active in class. This is

setting the mood in the
classroom.
This would then grant the
students the opportunity to
speak up and state their
opinion and initial
judgment on the song.
This is to keep the learning
process be studentcentered.

This would cater the audiovisual learners who would

have their own learning
style.
This would be an initial
assessment for the teacher
to determine whether the
students sensitivity
towards reading a poem
would be efficient.
Through this, the students
would be able to
understand the way in
which poems are to be
interpreted, being aware of
the process of
comprehension or

their understanding of the poem and

what they think is the message of the
author to the readers.
XIV.

The class would be grouped into four.

They are to do an activity, Poem
interpretation, in the most creative
way. The students may act it out, may
sing, may do a dance interpretation,
may report creatively etc.
*Rubrics: Creativity 25%
Manner of delivering 25%
Content 50%

XV.

Wrap up the lesson by telling the

students about how the sacrifices are
done by their parents and by the
Savior.

XVI.

Closing Prayer

understanding the
message of the poem.
This would be a speech
booster to the students.
They get to express their
belongingness and
connection with the poem.
This would allow the
students to feel that they ,
as readers, have an
important role in reading a
text, specifically a poem.
This would also cater the
students capabilities and
talents. Through this, the
students may also be able
to incorporate their
experiences with the poem
interpretation activity.

This would entail the real

message and moral of the
poem.

LESSON EXEMPLAR
8th Grade (Day 2)
IV.

Objectives
At the end of the lesson, students must be able to :
a. Acquire awareness on the different forms of writing poems(nonprose),
b. Write their own poem based on their experiences/environment

V.

Subject Matter
a. Topic: Writing a Poem
b. References: Footprints on the Sands, page 73 of Vocabulary
Spelling Poetry II Fifth Edition by James A. Chapman
c. Materials: Whiteboard marker or chalk, laptop, projector,
extension cord, pens and markers, board, and scratch papers,
speakers

VI.

Learning procedure

Activities
XVII. Opening Prayer
XVIII. Greetings

Annotations

XIX.

Classroom management. The teacher

asks the students to align their chairs
and pick up theof trashes on the floor
if there are.

XX.

Checking of Attendance

XXI.

Presentation of objectives and aims for

today.

XXII. Ask the students to listen to the song

Footprints in the Sand by Carrie
Underwood

XXIII. Teacher would ask them to atleast give

sight about the message of the song.
The teacher would ask them to
interpret the song and let the students
feel the mood of the song.
XXIV. The teacher asks the students to give
the class an idea about prose and nonprose forms. The teacher then
continues with the lesson proper on
the difference of prose and non-prose
forms and on the way on which these
two are to be read.

This is part of the

motivation process. This
would allow the students
to be active in class. This is
setting the mood in the
classroom.
This would then grant the
students the opportunity to
speak up and state their
opinion and initial
judgment on the song.
This is to keep the learning
process be studentcentered.

XXV. The teacher would introduce them to

the poem Footprints on the Sand by
Henry Wadsworth Longfellow
XXVI. The teacher uses the media to
introduce the author and to show the
students the poem itself.

This would cater the audiovisual learners who would

have their own learning
style.

XXVII.The teacher asks the students to read

the poem aloud or in chorus

This would be an initial

assessment for the teacher

to determine whether the
students sensitivity
XXVIII. The teacher asks the students to
towards reading a poem
read the lines, read between the lines, would be efficient.
read beyond the lines. And from then Through this, the students
on, the teacher discusses the elements would be able to
of a poem and how it is to be
understand the way in
interpreted.
which poems are to be
interpreted, being aware of
the process of
comprehension or
XXIX. The teacher asks the students to state understanding the
their understanding of the poem and
message of the poem.
what they think is the message of the
author to the readers.
This would be a speech
booster to the students.
XXX. The class would be grouped into four.
They get to express their
They are to do an activity, Poem
belongingness and
interpretation, in the most creative
connection with the poem.
way. The students may act it out, may
This would allow the
sing, may do a dance interpretation,
students to feel that they ,
may report creatively etc.
as readers, have an
important role in reading a
*Rubrics: Creativity 25%
text, specifically a poem.
Manner of delivering 25%
This would also cater the
Content 50%
students capabilities and
talents. Through this, the
students may also be able
to incorporate their
experiences with the poem
interpretation activity.
XXXI. Wrap up the lesson by telling the
students about how the sacrifices are
done by their parents and by the
Savior.
XXXII.Closing Prayer

This would entail the real

message and moral of the
poem.